SEPTEMBER,  1908 


University  of  Oregon 
Bulletin 


Country  High  School  Organization 
and  the  Training  of  Teachers 


asagaaK 

ileiTAX'S^ 


Published  monthly  by  the  University  of  Oregon,  and  entered  at  the 
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Bulletins  of  the  University  of  Oregon 

New  Series. 


, ' $ VOL.  A. 

1.  Public  School  Libraries.  Prof.  Luella  Clay  Carson. 

X ’ VOL.  h 

1.  Education.  Prof.  H.  D.  Sheldon.  English.  Prof.  Luella 
Clay  Carson.  Nov.  1903.  Exhausted. 

2.  Beowulf.  Prof.  I.  M.  Glen.  January,  1904. 

3.  Water  Power  on  the  McKenzie  River.  Prof.  E.  H. 
McAlister.  March  1904.  Exhausted. 

4.  . Mineral  Resources  and  Mineral  Industries  of  Oregon  for 
1903.  Compiled  by  the  Department  of  Chemistry.  May  1904. 

V 5.  Catalogue  for  1903-1904. 

T 1 . ' VOL.  II. 

1.  Water  Power  on  the  Santiam.  Prof.  E.  H.  McAlister. 
November,  1904. 

2.  Tendencies  in  Recent  American  Road  Legislation.  Prof. 
F.  G.  Young,  January,  1905;  Exhausted. 

3.  General  Register  of  the  University  of  Oregon,  1873-1904. 

March,  1905.  ' 

4.  General  Announcements  for  1905-1906.  Exhausted. 

5.  Catalogue  for  1904-1905.  Exhausted, 

v.  "V  % VOL.  III. 

1.  State  Normal  School.  Systems  of  the  United  States.  Prof. 
H.  D.  Sheldon.  November,  1905. 

2.  Annual  Report  of  the  President  of  the  University,  Jan- 

ua^y,  1906.  t ,V  * * , 

3.  Some  Botanical  Notes  from  the  Biological  Laboratory. 
Prof  Albert  R.  Sweetser.  March,  1906. 

A new  Fossil  Pinniped.  Prof;  Thomas  Condon.  Supplement . 
to  No.  3.  May,  1906. 

4.  Catalogue  of  the  University  of  Oregon,  1905-1906.  May, 

1906.  < 

5.  A Student’s  Geological  Map  of  Oregon,  with  Notes.  El- 
len Condon  McCornack.  July,  1906. 

(Continued  on  inside  back  cover). 


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Country  High  School 
Organization,  and 
the  Training  of 
Teachers 


' * 


t 


h r 


* 


c. 

K.S.V.S* 


COUNTRY  HIGH  SCHOOL  ORGANIZA- 
TION 

L.  K.  ALDERMAN 

As  it  now  stands  the  girl  and  boy  in  town  has  high  school  ad- 
vantages. All  the  larger  and  most  of  the  _ smaller  towns  have  high 
schools.  How  is  it  with  the  country  boy  and  girl?  There  are  few 
or  no  country  high  schools  within  the  state.  Those  grades  above 
the  eighth  taught  by  one  teacher  who  also  teaches  the  eight  lower 
grades  should  not  be  called  by  the  name  of  high  school. 

The  country  child,  to  get  a high  school  education,  must  go  to 
town  for  it,  and  as  a result  one  of  three  unfortunate  things  hap- 
pens. The  child  either  does  not  get  an  education  (which  is  the 
most  cojnmon  result)  or  he  is  sent  to  town  to  school,  or  the  whole 
family  moves  to  town  to  gain  the  advantages  of  the  school.  Many 
country  districts  in  the  young  state  of  Oregon  have  less  popula- 
tion now  than  they  had  twenty  years  ago.  One  of  the  most  potent 
causes  of  this  result  has  been  the  poor  and  inadequate  country 
school. 

The  times  demand  that  some  plan  be  devised  so  that  high 
schools  can  be  established  in  the  rural  districts.  Not  in  every 
district,  but  in  every  group  of  five  or  six  districts.  That  the  school 
district  is  not  the  proper  taxing  unit  is  evident  to  any  one  who 
may'  take  the  trouble  to  find  out  this  fact,  that  in  almost  every 
county  of  the  state,  districts  of  the  same  population  vary  in  valua- 
tion from  a few  thousand  to  two  hundred  thousand  dollars.  Every 
dollar’s  worth  of  property  in  a county  should  stand  back  of  the 
high  school  education  of  every  boy  and  girl  in  the  county.  Can 
such  a scheme  be  devised? 

For  some  time  it  was  thought  that  the  Union  High  School 
Law  would  meet  the  requirements  of  the  case.  The  plan  was  for 
several  districts  to  unite  for  high  school  purposes  and  thus  estab- 
lish a school  that  all  the  high  school  pupils  within  the  united  dist- 
ricts might  attend.  It  was  a disappointment  to  many  when  it  was 

5 


I 


found  that  people  did  not  take  advantage  of  the  law.  It  was  tried 
in  many  localities  with  the  result  that  the  people  could  not  agree 
upon  the  location  of  the  school.  The  people  in  each  locality  wanted 
the  school  but  they  wanted  it  in  their  locality  and  not  in  the  other 
man’s  locality.  I am  unable  to  find  a single  high  school  established 
under  this  law.  * 

The  County  High  School  Law  was  passed  by  the  legislature 
in  1899.  But  three  or  four  counties  have  taken  advantage  of  it. 
This  is  not  strange,  as  this  law  contemplates  the  establishment  of 
but  one  or  at  most  of  but  two  or  three  high  schools  within  a coun- 
ty. The  times  ^demand  that  many  high  schools  be  established  within 
most  counties  so  that  the  children  may  be  at  home  nights  and  at 
school  in  the  day  time.  The  third  section  of  this  law  has  been 
overlooked,  and  it  is  to  this  that  I wish  to  call  attention.  This 
section  of  the  law  was  first  taken  advantage  of  by  the  people  of 
Lane  County  and  it  is  called  “The  Lane  County  Plan”  by  State 
Superintendent  J.  H.  Ackerman.  The  section,  which  is  Title  11, 
Article  1,  Paragraph  221  of  the  Oregon  School  Laws,  beginning 
near  the  last  of  the  paragraph,  reads  as  follows : 

“Provided  further,  that  said  board  may  contract  with  the  board 
of  directors  of  any  district  in  the  county  that  now  maintains,  or 
may  hereafter  maintain,  a school  of  high  school  grade  to  teach  all 
county  high  school  pupils  at  such  rate  per  capita,  or  in  the  aggre- 
gate, as  they  deem  right  and  just,  and  shall  pay  for  the  same  out -of 
the  high  school  fund.”  v 

This  plan  will  allow  country  districts  to  organize  high  schools, 
as  the  tuition  is  to  be  paid  by  the  whole  county.  The  country 
high  school  can  have  as  good  a teacher  as  the  city  high  school. 

Inasmuch  as  this  plan  allows  any  enterprising  district  to  start 
a high  school  it  does  away  with  the  necessity  of  a vote.  The  trouble 
with  the  Union  High  School  Law  is  that  it  requires  a majority 
vote  of  all  the  districts  before  the  high  school  is  started.* 

*In  Lane  County,  Pleasant  Hill  district  and  four  other  adjoin- 
ing districts  tried  a time  or  two  to  unite  without  success.  After 
the  vote  was  taken  on  this  new  plan  in  June  1908,  these  districts 
in  order  to  have  representation  on  the  high  school  board  of  direct- 
ors voted  without  a dissenting  vote  to  unite  with  the  Pleasant  Hill 
district  for  high  school  purposes.  They  perceived  that  the  Pleas- 
ant Hill  district  was  sure  to  establish  a high  school,  so  there  was 
no  more  a question  of  location  nor  was  there  a question  of  taxation 
as  that  was  settled  by  a county  vote.  The  only  question  that  now 
confronts  the  people  of  the  united  districts  is  “Can  we  secure  a 
large  enough  attendance  so  that  the  county  will  pay  the  whole 
cost  of  running  the  school?”  A law  that  makes  it  to  everybody’s 
interest  in  the  district  to  secure  as  large  attendance  as  possible 
at  the  high  school  appears  to  the  writer  to  be  a good  law  in  this 
respect. 

. 6 


I 


It  is  true  that  with  this  plan  or  with  any  other  that  may  be 
devised  some  children  will  have  to  go  some  distance  to  school,  if 
they  live  in  the  country.  High  school  children  are  old  enough  to 
drive  or  ride  and  in  most  cases  can  handle  a horse.  One  boy  with 
a gentle  team  can  haul  twenty  children.  As  to  the  cost  of  transporta- 
tion J refer  the  reader  to  the  table  given  here  which  is  from  the 
State  Superintendent’s  report  of  the  State  of  Ohio. 


Route 

Amount 

No. 

1 

$1.60 

per 

day 

No. 

2 

1.00 

per 

day 

No. 

3 

.70 

per 

day 

No. 

4 

1.00 

per 

day 

No. 

5 

1.25 

per 

day 

NT>. 

6 

1.60 

per 

day 

No. 

7 

1.45 

per 

day 

No. 

8 

1.55 

per 

day 

Miles  travelled 
5 miles 
2>y2  miles 
2 J4  miles 
5 miles 

4 miles 
4^4  miles 
\y2  miles 

5 miles 


From  fourteen  to  twenty-four  children  were  hauled  by  each 
team.  T also  refer  the  reader  to  the  Newberg  School  District, 
Yamhill  County,  Oregon,  where  children  are  hauled  to  and  from 
school. 

Where  the  roads  are  not  suitable  for  wagon  transportation  the 
pony  will  serve,  as  it  has  served  many  times  in  the  cause  of 
education. 

It  msv  not  be  possible  in  all  cases  to  establish  a full  four 
year  high  school  in  the  country,  but  a two  year  high  school  under 
this  plan  can  be  established  in  every  group  of  districts  in  the  state 
that  is  not  over  twelve  miles  in  extent,  and  that  has  fifteen  or  twenty 
pupils  that  can  attend,  high  school.  Such  a high  school  could  have 
a course  that  would  be  practical  and  at  the  same  time  give  the  stu- 
dents the  implements  for  self  help  and  the  incentives  for  going  high- 
er. 


The  plan  as  worked  out  in  Lane  County  is  to  allow  each  high 
school  so  much  for  every  day’s  attendance.  This  would  secure  the 
largest  and  most  regular  attendance  possible.  If  the  tuition  is  20 
cents  per  day  for  eight  months  it  would  be  $32.00  per  pupil,  and  if 
there  were  twenty  pupils  it  would  allow  the  high  school  $640.00  for 
the  year,  or  $80.00  per  month. 

What  will  it  cost?  It  is  estimated  in  Lane  County  that  the 
tuition  of  all  the  pupils  that  are  ready  to  attend  high  school  can 
be  paid  with  a one  mill  tax  on  the  property  of  the  county. . I know 
the  train  of  thought  that  the  suggestion  of  a tax  starts  in  motion, 
but  there  are  certain  things  that  ought  to  be  paid  for  by  a tax,  as 
it  is  evidently  unjust  for  a man  with  ten  children  to  have  to  pay 
the  high  school  education  of  them  all,  or  have  them  go  without  a 


high  school  education,  while  the  man  without  children  has  no  bur- 
dens to  bear  in  equipping  future  citizens.  As  for  the  saying  that 
the  boy  or  girl  who  has  it  in  him  or  her  will  get  an  education,  it  is 
a saying  that  if  acted  upon  by  the  people  of  the  United  States 
would  within  two  generations  put  us  in  the  same  class  as  the  na- 
tions that  do  act  upon  that  mistaken  philosophy. 

Now  as  to  the  cost  as  compared  with  sending  children  away  to 
school.  Parents  inform  me  that  it  costs  them  from  $150  to  $300 
to  send  their  boy  or  girl  away  to  high  school  for  a year.  The  cost  by 
this  plan  at  one  mill  will  be  $5.00  for  the  man  who  pays  on  a valu- 
ation of  $5000.00 

STEPS  TO  BE  TAKEN  TO  PUT  PLAN  INTO  OPERATION 

First  get  one.  hundred  or  more  registered  voters  to  sign  a pe- 
tition similar  to  this : 

Pelition 

To  the  Hon.  G.  R.  Chrisman,  County  Judge;  H.  D.  Edwards 
and  H.  M.  Price,  County  Commissioners,  constituting  the  County 
Court  of  Lane  County,  Oregon ; 

We,  the  undersigned  petitioners,  qualified  electors  and  tax 
payers  of  Lane  County,  Oregon,  respectfully  petition  your  Honor- 
able Body  to  submit  the  question  of  establishing  and  maintaining 
a County  High  School,  to  the  qualified  electors  of  said  County  at 
the  regular  election  to  be  held  in  said  County  on  the  first  day  of 
June,  1908. 

We  request  that  said  County  High  School  be  established  and 
maintained  as  provided  in  the  last  paragraph  of  Section  3434  of 
Bellinger  and  Cotton’s  Annotated  Codes  and  Statutes  of  Oregon, 
which  reads  as  follows  : “Provided  further,  that  said  Board  may 
contract  with  the  Board  of  Directors  of  any  district  in  the  County 
that  now  maintains,  or  may  hereafter  mairllain,  a school  of  high 
school  grade,  to  teach  all  County  High  School  pupils  at  such 
a rate  per  capita,  or  in  the  aggregate  as  they  may  deem  right  and 
just,  and  shall  pay  for  the  same  out  of  the  High  School  fund.” 

And  your  petitioners  will  ever  .pray. 

NAMES  | PRECINCT  | POST-OFFICE- ADDRESS  ~ 

After  the  election,  if  the  vote  is  in  the  affirmative,  the  County 
Court  will  be  required  to  levy  a tax  to  establish  a high  school  fund. 
The  Court  is  then  in  a position  to  contract  with  any  district  in  the 
county  to  give  high  school  instruction  to  any  pupils  who  have  passed 
the  uniform  eighth  grade  examination,  at  so  much  for  each  day’s 
attendance.  In  Lane  County  the  Court  is  contracting  to  pay  20 
cents  per  day  in  all  high  schools  within  the  county  where  the  enroll- 


ment  is  less  than  20  and  15  cents  per  day  where  the  enrollment  is 
more  than  that  number.  The  idea  of  this  difference  is  to  favor 
rural  high  schools.  The  County  Court,  School  Superintendent 
and  the  County  Treasurer  are  to  be  the  judges  of  what  consti- 
tutes a high  school.  In  Lane  County  they  have  adopted  the  rule 
that  the  high  school  teacher  or  teachers  must  teach  exclusively 
High  School  grades  and  that  they  must  not  teach  more  than  eight 
periods  of  forty  minutes  each  in  one  day. 


9 


/ 


33 


i 


THE  TRAINING  OF  TEACHERS  FOR 
THE  RURAL  SCHOOLS 

LESLIE  MILLER 

THE  PROBLEM  IN  LANE  COUNTY 

In  this  paper  the  rural  school  will  mean  as  a rule  the  one 
teacher  school,  or  at  least  the  small  schools  where  not  more  than 
two  teachers  are  employed.  Some  of  these  are  what  we  might  call 
village  schools  but  they  belong  to  that  class  in  which  we  find  certain 
conditions  of  inefficiency  as  to  length  of  term,  qualification  of 
teachers,  etc. 

The  problem  of  inefficient  schools  as  it  presents  itself  in  Lane 
County,  Oregon  is  typical  of  the  problem  over  the  state  as  a whole. 
We  find  that  practically  all  the  schools  which  we  may  class  as 
rural  are  suffering  from  the  same  conditions. 

In  Lane  County  there  are  152  teachers  in  the  rural  schools,  but 
of  this  number  89  have  had  no  other  training  than  that  received  in 
the  grammar  grades.  Some  28  have  had  some  normal  training, 
while  only  12  have  graduated  from  normal  schools.  Also  only  ten 
have  graduated  from  high  schools  and  12  have  had  some  high 
school  work.  There  is  perhaps  not  more  than  one  graduate  of  a 
university  teaching  in  the  rural  schools.  The  accompanying  table 
shows  these  conditions  graphically  and  clearly. 

Table  showing  qualifications  of  teachers  in  Lane  Co.,  Oregon  * 


Some  normal  training  28 

Normal  graduates  12 

University  graduates  -1 

Some  high  school  work  12 

Graduates  of  high  school  10 

Graduates  of  eighth  grades  89 

Total  teachers  in  rural  schools,  152 


^Superintendent’s  Records. 

li 


Thus  we  see  that  only  40  out  of  152  rural  teachers  have  had  any 
normal  training  and  that  112  have  had  practically  no  professional 
training  at  all  aside  from  their  own  experience  as  pupils.  Only 
a little  over  % of  the  number  have  had  training  while  less  than  Y\ 
have  had  none.  Why,  we  may  ask,  is  this  true?  An  examination  of 
the  wages  paid  to  rural  teachers,  together  with  the  length  of  the 
school  terms  will  help  us  in  finding  an  explanation. 

Out  of  approximately  100  schools  the  wages  run  from  $100  and 
$150  up  to  $500  and  a little  over  per  year,  and  the  length  of  term 
runs  from  three  months  up  to  ten  months.  The  average  length  of 
term  then  is  about  six  months  and  the  average  wages  then  is  less 
than  $300  per  year  or  an  average  monthly  salary  of  about  $50  per 
month. 

• Table  showing  lengths  of  term  in  the  specified  no.  of  schools: 
1907,  Lane  County,  Superintendent’s  Report. 


Having 

3 months 

18  schools. 

Having- 

4 months 

20  schools. 

Having 

5 months 

18  schools. 

Having 

6 months 

40  schools. 

Having 

7 months 

25  schools. 

Having 

8 months 

28  schools. 

Having 

9 months 

13  schools. 

Having  10  months 

1 school. 

Average  number  of  months,  6. 

Table  showing  number  of  districts  paying  each  specified  amount 
per  year.  1907,  Lane  County,  Superintendent’s  Report. 

From  $100  to  $150  5 schools. 

From  $150  to  $200  21  schools. 

From  $200  to  $300  32  schools. 

From  $300  to  $400  24  schools. 

From  $400  to  $500  14  schools. 

Over  $500  8 schools. 

Average  wage  is  less  than  $300  per  year. 

Thus  we  have  found  the  cause  of  the  untrained  teachers  being 
in  the  rural  school,  for  it  is  manifestly  out  of  the  question  for  a 
teacher  in  this  country  to  take  a course  in  a normal  school  that 
will  cost  from  $300  to  $400  per  year  and  require  from  two  to  four 
years  to  complete,  in  preparation  for  work  in  which  an  average  of 
only  $300  per  year  can  be  earned. 

As  a matter  of  fact  the  normal  trained  teachers  do  not  need  to 
teach  in  the  rural  schools  at  all,  or  at  most,  only  for  a few  months. 
As  a rule  the  normal  trained , teachers  go  almost  immediately  into 
the  graded  city  schools  and  teach  for  nine  or  ten  months  for  $55 
or  more  per  month. 


12 


It  must  also  be  remembered  that  since  the  report  came  out 
from  which  the  foregoing  was  taken  the  lawful  term  was  increased 
from  a minimum  of  three  months  to  four  months  by  the  last  legis- 
lature. 

Since  there  must  be  at  least  four  months  of  school  taught  in 
every  district,  and  there  are  no  normal  trained  teachers  to  be  had, 
the  only  teacher  available  to  rural  school  boards  is  the  untrained 
and  inexperienced  young  men  and  young  women  from  the  eighth 
grade  or  high  schools. 

The  conditions  just  described  are  as  has  been  said  typical  of  the 
whole  state  but  in  some  counties  the  percentage  of  normal  trained 
teachers  is  greater  owing  to  the  nearness  of  the  normal  schools. 

Since  then  the  rural  teachers  are  not  reached  by  the  normal 
schools,  we  naturally  look  for  a means  of  giving  them  some  pro- 
fessional training  by  cheaper  and  more  accessible  methods.  So 
far  nothing  has  been  done  along  this  line  in  Oregon  but  before  going 
into  the  methods  used  in  other  states  it  is  well  to  inquire  into  the 
problem  further  as  it  exists  in  other  sections  of  the  country. 

THE  RURAL  SCHOOL  PROBLEM 

In  Germany  the  public  school  teachers  are  all  trained.  Besides 
spending  eight  years  in  the  common  schools  corresponding  to 
our  grammar  grades,  the  German  teacher  spends  three  years  in  a 
preparatory  or  academic  school  before  going  to  the  normal  semin- 
ary where  he  also  spends  three  years  more.  Since  the  German 
teachers  come  from  among  the  highest  in  the  peasant  class,  and 
are  all  men,  the  thorough  training  makes  them  the  best  teachers  in 
the  world.  Another  great  advantage  possessed  by  the  German  teach- 
ing force  is,  due  to  the  fact  that  almost  invariably  the  teachers  stay 
in  the  profession  for  life.  Perhaps  the^  average  tenure  of  teachers 
service  in  Germany  is  something  like  twenty-five  years.  For  as  a 
rule  a teacher  is  used  up  by  the  stress  of  the  work  so  that  they  are 
no  longer  efficient  after  a period  of  twenty-five  years  in  the  school 
room.  It  is  a safe  estimate  then  that  our  rural  teachers  stay  in 
the  service  on  an  average  of  less  than  three  years. 

In  ten  states  in  which  the  facilities  for  training  teachers  are 
the  best  and  educational  interest  is  strong,  where  we  would  expect 
to  find  conditions  the  best,  the  average  length  of  term  is  151.7 
days,  the  average  annual  salary  is  $328.40  both  male  and  female, 
and  27  per  cent  of  the  teachers  are  entirely  inexperienced.  A 
larger  percent  are  untrained.  In  Oregon  the  average  length  of 
the  school  term  is  6.19  months  or  123.8  days.  The  average  salary 
earned  by  teachers  is  $209.50  and  over  \2l/2  per  cent  of  the  teachers 
are  inexperienced  while  a large  number,  perhaps  40  per  cent,  are 
untrained. 


13 


The  following  table  shows  these  conditions  in  eleven  states 
including  Oregon. 


The  rural  school  problem:  Showing  length  of  term,  salary, 
and  qualifications  or  grade  of  teachers  in  following  states: 


LENGTH 

OF  TERM 

WAGES 

QUALIFICATIONS, 
CERTIFICATION  ETC. 

Nebraska 

142  days  for  al 
districts. 

120  days  in  250 
districts 

$270-$360  per 
year. 

802  third  grades  out  of 
9639  employed.  8 per 
'ent  inexperienced. 

New  York 

Cities  Country 
195  da.  170  da 

Annual  av.  $745 
Weekly  av.  $20. 

20,583  trained,  33,818 
total ; 56.3  per  cent. 

Michigan 

167  days, 

8.4  months 

Men  $40. 
Women  $34 
per  month 

Number  employed,  17,- 

049;  Normal  trained, 
2,006 ; without  exper. 
1,827.  10  per  cent  un- 

trained and  unexper- 
ienced. 

Minnesota 

from  5.5  to  8.3 
months. 

Average  7.2 

Men  $48  per 
month.  $336  per 
year.  Women 
$38  per  month, 
$268  per  year. 

Total  teachers,  8877 ; 
From  8th  grade,  9853. 
Untrained  and  inexper- 
ienced, 22  per  cent. 

Wisconsin 

Average  7.5. 
months. 

Men  per  month 
$59;  per  year 
$438.  Women 
oer  month  $33.- 
50 : per  year 
$285. 

Ontario 

(Canada) 

198.46  days. 

Male,' $402. 
Women,  $311. 

23  per  cent  inexperi- 
enced and  untrained. 

Kansas 

6.5  months 

130  days 

Men,  $312. 
Women,  $260. 

Largely  untrained. 

Texas 

100  days  or^5 
months 

Men  and  wom- 
en $250. 

Total,  17,559;  Rural, 
10,410;  1st,  2nd,  and  3d 
grade,  15,795,  largely 
untrained. 

Iowa 

156  days,  7.8, 
months 

Men,  $380.  1 

Women  $265  i 

22,188  teachers;  4,131 
no  exper.  20  per  cent. 

Missouri 

135  days,  6.7 
months 

Sal.  $214.04 

i 

One  half  no  prepara- 
tion. 50  per  cent  men 
so  in  rural. 

Oregon  ' 

6.19  months, 

124  days 

Av.  $309.50 

i 

12.5  per  cent  inexper- 
ienced. 

Average 

149  days  j! 

$326.00  : 

?5  per  cent  inexper. 

For  11  states  the  average  length  of  time  is  149  days,  the  average 
salary  $326  per  year,  and  over  25  per  cent  are  inexperienced.  A 
much  larger  percentage  are  untrained  though  most  of  these  states- 
are  doing  their  utmost  to  train  their  teachers. 


14 


LOCAL  SCHOOL  CONSOLIDATION 

A great  many  of  the  ills  of  the  rural  school  are  due  to  sub- 
division. The  pupils  are  scattered  and  the  schools  small,  thus  divid- 
ing the  support  among  a large  number  of  teachers  each  one  of  whom 
has  only  a handful  of  pupils.  By  consolidating  a number  of  these 
small  schools  each  teacher  can  handle  a larger  number  of  pupils, 
thus  cutting  down  the  number  of  teachers,  and  one  large  central 
building  can  be  built  that  will  cost  less  for  maintenance  than  the 
several  small  buildings.  A saving'  is  thus  effected  in  fuel,  appar- 
atus, and  furniture,  while  a good  large  library  can  be  had. 

In  some  of  the  leading  educational  states  where  natural  con- 
ditions make  it  practical  there  is  carried  out  a plan  of  local  school 
consolidation.  In  a valley  where  there  are  several  small  ungraded 
schools,  a central  school  is  built  that  will  accomodate  all  the  pupils 
that  went  to  the  small  rural  schools  and  wagons  are  employed  to 
transport  the  children  to  and  from  school.  The  results  of  consol- 
idation are  good  and  may  be  summed  up  as  follows : 

1.  It  lengthens  the  term  to  eight  or  nine  months. 

2.  Reduces  the  cost  of  instruction  from  $16.00  per  pupil  to 
$10.48  per  pupil. 

3.  Children  arrive  at  school  in  the  morning  and  are  returned 
at  home  at  evening  in  better  condition  and  are  less  subject 
to  the  inclemency  of  the  weather  when  hauled  in  carriages. 

4.  It  enables  the  putting  in  of  a graded  school  where  better 
teachers  can  be  employed  and  thus  has  a tendency  indirect- 
ly to  increase  the  efficiency  of  the  rural  teacher. 

5.  It  enables  the  rural  school  to  secure  a better  trained  teacher 
thus  forcing  the  rural  teachers  to  take  some  kind  of  profes- 
sional training  either  in  a normal  school  or  in  some  other 
institution. 


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A secondary  result  of  consolidation  is  found  in  better  roads. 
This  is  made  necessary  in  order  to  transport  the  pupils  to  and  from 
schools  in  wagons. 

From  the  foregoing  tables  it  is  evident  that  the  rural  schools 
are  being  taught  mainly  by  inexperienced  teachers.  Many  of  those 
who  have  taught  for  some  time  have  had  no  professional  train- 
ing for  the  work,  but  have  learned  by  making  mistakes. 

Since  conditions  are  so  imperfect  as  regards  the  teaching  force 
in  these  states  where  some  special  efforts  have  been  made  to  im- 
prove them  we  naturally  expect  them  to  be  much  worse  in  states 
where  nothing  has  been  done.  We  have  seen  that  this  is  true  for 
Oregon  where  the  average  rural  term  was  much  shorter,  the  yearly 
wage  quite  low,  and  the  rural  teachers  untrained.  This  same  is 
true  of  almost  all  the  other  states  of  the  Union. 

Teaching  then  in  the  rural  schools  is  not  a profession.  Teach- 
ers may  go  into  the  work  for  a four  or  six  month’s  term  and  then, 
being  out  of  work,  take  up  something  else  and  perhaps  never  teach 
again.  They  are  not  prepared  to  teach  and  when  they  do  so  it  is 
merely  as  a makeshift  occupation  which  they  follow  because  they 
have  nothing  better  at  the  time  and  want  to  make  a little  money 
which  will  enable  them  to  go  on  to  school  or  go  into  some  other 
work. 

With  these  conditions  in  mind,  it  is  not  difficult  to  see  that 
teaching  as  a profession  to  be  followed  does  not  attract  young  men 
and  young  women  to  prepare  themselves  through  the  normal  schools 
for  the  work  as  a life  work  in  the  rural  schools.  The  city  schools 
of  course  are  on  an  efficient  basis  already  in  most  cases.  It  is  the 
rural  school  that  is  suffering.  It  is  the  rural  boys  and  girls  who 
suffer  from  the  poor  teaching  and  short  terms. 

Our  great  need  is  a cheaper  and  more  accessible  means  of 
training  for  the  teachers  who  do  fill  the  rural  schools.  A training 
not  as  expensive  or  as  extended  as  the  regular  normal  courses, 
and  on  more  of  a local  basis  so  that  teachers  may  go  a short  time, 
a few  months  perhaps,  and  be  near  home,  at  the  same  time  mini- 
mizing living  and  travelling  expenses. 

Among  the  institutions  which  have  been  utilized  to  better  the 
rural  schools  and  train  the  rural  teachers  we  find  (1)  Normal  work 
in  high  schools;  (2)  County  Normals;  (3)  Summer  Normal  Insti- 
tutes; (4)  the  old  regular  Teacher’s  institutes.  They  are  not  in- 
tended to  take  the  place  of  regular  normal  courses  but  are  merely 
intended  to  reach  a part  of  the  teaching  force  that  is  missed  by  the 
normal  training  in  the  regular  schools  and  to  fill  this  place  until 
such  a time  as  it  would  be  possible  for  the  law  to  insist  upon  every 
teacher  being  trained  in  a normal  school.  Since  this  is  impossible 


17 


in  most  states,  recourse  must  be  had  to  some  of  these  makeshift 
institutions. 

The  most  efficient  of  these  institutions  and  the  one  first  or- 
ganized in  this  country  is  that  of  normal  work  in  High  S'chools. 

Frank  H.  Wood,  supervisor  of  the  Normal  Work  in  High 
Schools  of  New  York  says:  “The  cardinal  duties  of  the  state  in 
education  are  three  in  number : to  insure  efficient  teaching,  to  pro- 
vide free  schools,  and  to  make  attendance  compulsory.  Efficient 
teaching  is  the  key  to  the  situation.”* 

In  1834  a law  was  passed  in  the  New  York  legislature  relat- 
ing to  the  establishment  of  these  normal  courses  in  the  secondary 
schools  and  thus  antedates  the  regular  normal  scho'ols  by  five  years. 
Under  the  provisions  of  this  law  departments  of  instruction  for 
common  school  teachers  were  established  in  eight  academies,  one 
in  each  of  the  se’nate  districts  of  the  state.  Each  academy  thus 
designated  received  $500  for  the  purchase  of  books  and  apparatus 
and  an  annual  appropriation  of  $400. 

Such  was  the  origin  of  the  teacher’s  training  classes  in  New 
York.  During  a period  of  sixty-eight  years  they  have  been  a factor 
in  providing  teachers  and  still  remain  a principal  source  of  supply 
for  the  rural  schools.  During  this  period  financial  aid  has  been 
continued  with  the  exception  of  five  years  following  the  establish- 
ment of  the  first  normal  school  at  Albany  in  1844. 

It  . is  the  training  class  as  now  organized  and  conducted  to 
which  our  attention  should  be  confined. 

First  as  to  organization : The  training  classes  are  under  the 
jurisdiction  of  the  Superintendent  of  Public  Instruction  and  are 
conducted  as  departments  of  high  schools  with  which  they  are  con- 
nected. The  number  of  classes  in  1907  was  97  in  97  of  the  leading 
high  schools  of  the  state.  Schools  desiring  these  classes  present 
applications  to  the  state  superintendent  in  which  are  set  forth  the 
number  of  teachers  employed,  the  enrollment  in  each  department, 
towns  represented  by  non-resident  pupils,  opportunities  offered  for 
observation  and  practice  work,  and  names,  qualifications,  and  salaries 
of  instructors.  In  designating  the  schools  in  which  instruction  is 
to  be  given  the  state  superintendent  distributes  them  with  reference 
to  location  and  character  of  the  institution  that  gives  promise  of 
being  most  serviceable  and  permanent,  and  of  being  a center  for 
the  work.  The  institution  must  furnish  a college  graduate  or  normal 
graduate  of  three  year’s  experience  as  instructor,  and  as  many 
assistants  as  are  needed,  and  a separate  room  from  all  ot^her  de- 

*Address  of  F.  H.  Wood,  Superintendent’s  meeting  of  Michi- 
gan Neb.  Sup.  Reports,  p.  173. 


1'8 


partments  for  the  use  of  the  training  class.  It  must  provide  oppor- 
tunity for  observation  and  teaching  in  the  several  grades  of  com- 
mon school  work.  The  recitations  of  the  training  class  must  be 
separate  from  the  other  recitations.  A legal  class  consists  of  not 
less  than  ten  nor  more  than  twenty-five  members,  and  conducted 
for  at  least  twenty-six  weeks,  each  day  of  four  periods  at  least 
thirty-five  minutes  long,  occupied  with  instruction  in  the  branches 
presented  in  the  course  of  study. 


QUALIFICATIONS  FOR  ADMISSION 

1.  Candidates  must  be  seventeen  years  of  age  and  must  agree 
to  stay  in  the  class  for  one  year  and  to  teach  in  the  rural  schools 
of  New  York. 

2.  Candidates  must  hold  a second  or  third  grade  certificate 
or  a standing  of  at  least  70  per  cent  in  the  following:  Arithmetic, 
Composition,  Geography,  Grammar,  Penmanship,  Physiology  and 
Hygiene,  American  History,  and  Civil  Government  or  a certificate 
of  completion  of  the  grammar  grades  and  fourteen  academic  counts 
which  is  equivalent  to  somewhat  more  than  a year  of  high  school 
work.  Membership  is  made  up  from  two  general  classes,  (1)  high 
school  students,  (2)  teachers,  who  feel  the  need  of  special  train- 
ing in  order  to  receive  a higher  form  of  lecture. 

COURSE  OF  STUDY  OF  TRAINING  CLASSES 
Four  Periods  (I,  2,  3.  4,)  Daily. 


FIRST  TERM 

1.  Arithmetic. 

2.  Psychology.  Principles  of 
Education.  School  Man- 
agement. Art  of  Question- 
ing. History  of  Education. 

3.  American  History. 

4.  Drawing  and  general  re- 
view. 


SECOND  TERM 

1.  Language,  Composition 
and  Grammar. 

2.  Geography,  Physiology 
and  Hygiene. 

3.  Reading,  Civil  Govt. 

4.  School  law  and  general 
review. 


Penmanship,  spelling,  and  lessons  in  nature  study  .come  in  a 
general  way  in  the  subjects  outlined. 

Each  member  is  expected  to  devote  at  least  75  periods  to  ob- 
servation, witnessing  the  practical  work  of  pupils  brought  from  the 
grades  to  receive  a model  lesson  from  the  critic  teacher. 

In  visiting  other  departments  it  is  as  individuals  rather  than  as 
classes  and  a program  of  visitation  is  prepared  sometimes  in  ad- 
vance. Reports  of  observation  are  required  occasionally  general  in 
character  but  usually  along  some  special  line  suggested  by  questions 
under  discussion  in  the  class. 

In  the  practice  work,  members  of  the  class  practice  upon  each 


19 


other  for  a few  times,  then  they  are  ready  to  take  charge  of  classes 
brought  in  from  the  grades.  During  the  second  term  consecutive 
practice  begins.  The  student  goes  into  a grade  room  presided 
over  by  a grade  teacher  and  observes  for  a few  days  the  work  of 
the  teacher  in  charge,  then  the  student  takes  charge  and  conducts 
the  class,  the  grade  teacher  acting  as  critic,  showing  privately  where 
the  student’s  methods  are  weak. 

An  examination  is  held  at  the  close  of  each  course  of  study. 
Members  who  attain  a standing  of  75  per  cent  in  all  subjects  re- 
ceive a training  class  certificate  valid  for  three  years,  and  renew- 
able for  five  year  periods  if  the  holder  has  had  two  year’s  suc- 
cessful experience  or  has  attended  regularly  upon  the  normal 
school,  high  school  or  college  during  the  life  of  the  certificate. 

Under  the  law  of  1905  there  are  now  thirteen  high  schools  in 
Minnesota  which  have  special  normal  instructive  departments  for 
students  preparing  to  teach.  ’Some  good  has  resulted  from  their 
work  but  not  to  the  extent  anticipated  when  the  law  was  enacted. 
The  reasons  for  their  shortcoming  are  these,  suggested  by  a com- 
mittee of  the  Minnesota  Educational  Association,  appointed  to  re- 
port on  the  professional  training  of  rural  teachers: 

1.  Adequate  provision  is  not  made  for  a systematic  course  of 
study  in  the  theory  and  practice  of  teaching  and  in  agriculture. 

2.  They  are  considered  to  be  “issues  of  the  high  schools.” 

3.  There  is  not  a sufficiently  close  contact  with  rural  school 
conditions. 

4.  The  salaries  paid  to  these  teachers,  averaging  $608.85  per 
annum,  are  not  large  enough  to  secure  sufficiently  strong  teachers 
except  in  rare  cases.* 

The  following  safe  guards  ought  to  be  carefully  provided  for  in 
order  to  make  the  work  effective  and  guard  against  the  results  as 
they  have  shown  themselves  in  Minnesota. 

1.  The  county  superintendents  should  have  official  connection 
with  these  departments. 

2.  The  salaries  of  the  teachers  ought  to  be  increased  suffi- 
ciently to  enable  the  board  to  engage  the  equivalent  of  normal  in- 
structors. 

3.  The  additional  expense  should  be  met  partly  by  the  state 
and  partly  by  the  county  for  whose  good  the  department  is  es- 
tablished. 

The  course  of  study  used  by  the  training  classes  in  Minnesota 
is  essentially  the  same  as  the  New  York  courses,  and  the  same  gen- 
eral plan  is  followed  in  organization  of  the  classes  with  the  ex- 
ceptions mentioned  above. 

*Minn.  Supt’s.  Report,  ’07,  p.  20. 


20 


A law  relative  to  normal  training  in  the  high  schools  of  Ne- 
braska was  enacted  by  the  legislature  in  1905.  The  plan  has  been 
very  well  worked  out  and  the  organization  much  better  than  in 
Minnesota.  Last  year  there  were  classes  in  64  of  the  leading  high 
schools  of  the  state. 

The  plan  has  been  taken  up  with  a great  deal  of  enthusiasm 
and  worked  out  very  carefully  and  though  at  first  there  were  some 
educators  in  the  state  who  might  have  had  doubts  as  to  the  advis- 
ability of  establishing  these  classes,  the  success  which  has  attended 
the  working  out  of  the  plan  has  been  such  as  to  dispel  every  doubt. 
Everyone  connected  with  the  educational  department  and  the  system 
has  shown  great  interest. 

The  course  of  study  and  general  plan  used  in  Nebraska  is 
essentially  the  same  as  in  New  York,  the  main  difference  being  the 
methods  of  inspection  which  instead  of  being  under  commissioners 
or  inspectors  is  in  the  hands  of  the  city  and  county  superintendents, 
and  is  very  thoroughly  done.  The  inspection  and  control  over  the 
classes  is  under  the  control  of  the  educational  department  of  the 
state  as  in  New  York.  A very  enthusiastic  and  clear  account  of 
the  training  classes  in  Nebraska  will  be  found  in  the  pamphlet 
issued  by  the  educational  department  in  1907  entitled  “Normal 
Training  in  the  High  Schools  of  Nebraska.” 


COURSE  OF  STUDY  IN  NEBRASKA 

Reading  Agriculture 

Grammar  Professional  Training 

Geography  Theory  and  Principles  of  Educa- 

History  tion. 

Arithmetic  Methods  and  Management. 

Observation  Lessons. 

Practice  Teaching. 

A few  isolated  classes  are  conducted  in  the  high  schools  of 
Maine  but  there  is  no  regular  system,  no  state  aid  and  the  work  is 
merely  left  to  the  instructors  of  the  schools  where  they  are  found, 
so  that  the  work  is  in  no  way  typical  and  has  not  received  the  at- 
tention, nor  has  it  been  given  a trial  necessary  to  test  its  efficiency. 
The  results  are  no  proof  of  success  or  failure  of  the  plan  in  other 
circumstances. 

The  following  summary  shows  the  standing  of  the  work  in  the 

high  schools  of  the  following  states : 


21 


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From  the  foregoing  table  it  is  found  that  in  New  York  the 
instruction  and  training  costs  $47.50  per  pupil.  In  Nebraska  the 
cost  is  $45.33  per  pupil  and  in  Minnesota  the  cost  per  pupil  is  $49.28. 
The  average  cost  per  pupil  is  $47.37  per  year. 

COUNTY  NOKMZtLS 

Next  to  the  normal  work  in  high  schools  in  point  of  profes- 
sional efficiency  comes  the  county  Normal  Training  School.  Since 
this  plan  of  training  teachers  was  undoubtedly  borrowed  from  the 
Canadian  system  I will  try  to  describe  the  system  of  County  Model 
Schools  of  Ontario  along  with  the  County  Normals  of  Michigan 
and  Wisconsin. 

In  Ontario  the  Board  of  Examiners  of  a county  or  the  trustees 
of  a city,  with  the  approval  of  the  Minister  of  Education,  may  set 
apart  at  least  one  Public  School  for  the  professional  training  of 
third  class  teacher's,  the  principal  and  at  least  three  assistants  in 
which  must  hold  certificates  of  the  first  class,  and  first  or  second  class. 
The  class  of  teachers  in  training  have  a separate  room  in  the  public 
school  and  pursue  a course  of  professional  training  consisting  of 
the  following  subjects;  Methods  of  Public  School  Courses,  School 
Law  in  regard  to  the  duties  of  teachers  and  pupils,  Instruction  in 
Reading,  School  Hygiene,  Practice  in  teaching  as  will  cultivate 
correct  methods  of  presenting  subjects  to  a class  and  develop  the 
art  of  school  government. 

Candidates  for  instruction  must  be  at  least  eighteen  years  of 
age  and  be  at  least  a graduate  of  the  common  schools. 

The  legislature  of  Wisconsin  in  1899  authorized  the  establish- 
ment of  a county  training  school  for  teachers.  “They  were  designed 
for  the  purpose  of  giving  special  instruction  in  the  common  school 
branches  and  in  the  management  of  rural  schools  to  previous  pre- 
paring for  rural  school  work.  Graduates  of  the  district  schools 
and  pupils  from  high  schools  desiring  to  teach  were  here  to  find 
instruction  in  the  branches  which  they  would  be  required  to  teach 
in  the  district  schools.  Heretofore  there  had  been  no  school  where 
pupils  of  limited  education  could  receive  in  a brief  time  training 
in  subjects  outlined  in  the  Manual  of  the  Course  of  Study  for  the 
Common  Schools.  To  some  the  education  offered  here  may  seem 
limited  in  amount  and  elementary  in  character.  This  is  in  a meas- 
ure true.  It  is  not  contended  that  the  county  training  schools  will 
offer  broad  educational  opportunities.  The  state  provides  other 
schools  for  those  desiring  such  a mental  equipment.  The  county 
training  schools  are  a special  institution  designed  to  meet  a special 
and  hitherto  unmet  need.  The  teachers  in  the  county  schools  prior 
to  the  establishment  of  the  county  training  schools,  were  not  re- 


23 


ceiving  training  directly  designed  to  prepare  them  for  their  chosen 
work.  They  gained  their  knowledge  through  the  rural  schools  by 
painful  and  often  costly  experience.  They  became  teachers  at  the 
expense  of  their  pupils  and  of  the  tax-payers  who  employed  them. 
As  a natural  result  the  efficiency  of  the  district  school  was  on  the 
decline.  The  establishment  of  the  county  training  schools  has  done 
much  towards  placing  the  rural  schools  in  a healthy  growing  con- 
dition. The  very  fact  that  tax-payers  and  members  of  the  county 
boards  have  had  to  provide  means  for  carrying  on  this  work  had 
called  their  attention  directly  to  securing  the  best  possible  instruct- 
ors for  the  children  of  the  rural  communities.* 

*1906  Supt’s.  Report,  p.  59-60. 

Today  there  are  in  Wisconsin  twelve  counties  maintaining 
county  training  schools  for  teachers. 

The  following  course  of  study  from  the  Marathan  County 
Training  School  shows  the  general  character  of  the  courses  of  study; 


First  Quarter 
Manual 
Reading 
Arithmetic 
Geography 
Grammar 
Second  Quarter. 

Pedagogy 
Library  Reading 
Arithmetic 
Physical  Geography 
Grammar  and  Composition 


Third  Quarter. 

Practice  Teaching 
Library  Reading 
U.  S.  History 
Physiology 
Library  Readings 
Fourth  Quarter. 

Practice  Teaching 
American  Literature 
U.  S.  History 
Elements  of  Agriculture 
Constitutions 


County  Normals  were  established  in  Michigan  in  1903.  At 
first  the  courses  were  two  years  long.  They  were  shortened  to  one 
year  in  1905.  The  standard  of  the  county  normal  is  also  higher  than 
in  Wisconsin.  Applicants  must  be  (1)  graduates  of  a graded  school 
having  at  least  a course  of  ten  grades,  or  (2)  the  holder  of  at 
least  a second  grade  certificate,  or  (3)  a teacher  who  has  had  at 
least  two  years  successful  teaching  in  the  public  schools. 

The  course  of  study  is  similar  to  the  Missouri  course  but  is 
a little  more  elaborate  as  follows : 


COURSE  OF  STUDY 


First  Quarter. 

Psychology 

Reading,  Spelling  and  Writing 
English  (Language  work) 
Arithmetic 
Normal  Training 


Third  Quarter 
Practice  Teaching 
Pedagogy 
Geography 
U.  S.  History 
Civics  and  School  Law 


24- 


Observation  (last  four  weeks)  Fourth  Quarter 


Second  Quarter 
Psychology  and  Pedagogy 
Classics  (Library  study) 
Grammar 

Arithmetic  and  Bookkeeping 
State  Course  of  Study 
Observation 


Practice  Teaching 
Pedagogy  and  School  Manage- 


ment 

Geography  3 weeks 
Physiology  6 weeks 
U.  S.  History 
Elementary  Agriculture 


In  connection  with  reading,  language,  arithmetic  and  geography 
present  proper  methods  and  also  give  special  lessons  on  general 
primary  methods. 

There  is  a lack  of  uniformity  as  to  requirements  between  Wis- 
consin, where  merely  an  eighth  grade  standard  is  all  that  is  nec- 
essary, and  Michigan,  when  at  least  one  year  of  high  school  work 
is  the  minimum  for  entrance  to  the  training  classes. 

The  following  table  shows  the  statistics  of  the  county  normals  in 
the  following  enumerated  states  :* 

*Sup.  Rep.  and  Minn.  Ed.  Rep. 


25 


C/1 

■ 

u • . • 
<U  ~ P> 

\ bo  C ^ 

U f 

! cu 

*o 

fe 

<u 

lessons  p 

15-30  mi 

rs.  oer  da 

i 3 cti 

3 Jr;  <u 
X d)  b. 

« ^ o 
S o 

<U  X 
cn  CJ 

<U  _ rr\ 

upil-teachi 

54-140 

n all. 

_CJ 

vO  X 
CM  . ^ 

(j  (U  ‘ 

T!  3 u 

a.  cn 
i>  cn 

o 

r 10 

o E 1 

u O ;o 
oj  , 

XX  U 

U CJ  =| 

vi 
' dn 

Ph«2  o 

.c3Si 

| 

^_i 

£ 

'd 

• r—i 

<u 

*o. 

u 

*4-4 

rt 

O . 

S-. 

j_  vo 

<v 

<u  O 

<U  2 

>> 

aov 

4_l  Co  . 

« <u 
« o 

<u 

> 

?8 

in 

C/2 

^ cn 

1 ^ 

Is, 

•a’S 

3 u, 

a,  bo 

l*£ 

• 1 6 

On 

M- 

vo 

VO 

Ov 

: z 

LO 

CM 

00 

£ 

O ' 

Cu 

CO 

f< 

1 L- 

CT\ 

<u 

49- 

CO- 

60- 

o, 

1/5  . 
o x 

j on  CJ  a 

p 

o 

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CM 

M- 

00 

00*" 

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CM 

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1 13  ii 

CM 

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CM 

XI  a! 

co- 

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and 
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four 

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six 

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C/2 

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o 

Cj 

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<u 

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rt  "£ 
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73 

(J  <L> 

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£ £ 

go 

£ <u 

cn 

Ph  cC  C/1 ; 

£_,  CL 
r-1  cn 

H & 

*~T) 

cn 

cn 

cn 

w 

X 

X 

X 

<u 

CL) 

<u 

cu 

cu 

<u 

!?s 

£ 

£ 

£ 

^ S3 

VO 

vo 

vo 

X 'M 

CO 

CO 

CO 

cn 

^ o ' 

.5*0 

cn  O 

r-1  cn 

5 <u 

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C X 

bfl  cn 

T3'u  X 

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cv3  a w 

u cn 

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38%  \ 

cn 

— CO 
£2  : 

u u 

5 CM 
< CO  1 

/ 


The  average  cost  per  pupil  for  instruction  in  the  county  normal 
is  $61.55  per  year  to  the  state.  Exclusive  of  Ontario  the  cost  per 
pupil  is  $85.43  per  year,  which  is  higher  than  the  cost  of  normal 
work  in  the  high  schools,  it  being  $47.37  per  year. 

Not  only  is  tfie  normal  work  in  high  schools  reaching  more 
pupils  than  the  county  normals  but  is  it  much  cheaper. 

Aside  from  differences  in  organization  there  is  more  similarity 
between  the  work  of  the  county  normals  and  the  training  class 
in  high  school  than  any  of  the  other  methods  for  the  training  of 
teachers.  The  term  is  the  same  length  in  both,  both  have  teachers 
that  give  their  time  to  the  work  and  most  important  of  all,  the  mem- 
bers of  the  classes  do  practice  teaching. 

SUMMER  NORMAL  INSTITUTES 

Next  in  importance  to  the  County  Normals  as  a means  of  in- 
creasing the  professional  standing  of  rural  teachers  is  the  Summer 
Normal  Institute. 

A typical  organization  is  found  in  the  Junior  Normals  of  Ne- 
braska. These  schools  are  located  about  the  state  where  they  are 
the  most  available  to  teachers  and  the  sessions  are  held  in  some 
school  building,  there  being  no  other  schools  conducted  during  the 
summer  months.  This  is  true  of  all  the  so-called  summer  schools 
in  every  state  where  they  are  maintained. 

Entrance  requirements  to  the  Nebraska  Junior  Normals  are 
a teachers’  certificate,  or  a certificate  from  a county  suerintendent 
that  the  applicant  has  completed  the  eighth  grade  or  a certificate 
of  admission  to  a high  school  or  evidence  of  any  equivalent  aca- 
demic work. 

The  maximum  amount  of  work  a student  may  take  is  four 
full  subjects  with  forty  minutes  recitation,  and  in  addition  any  two 
of  the  following  drill  subjects:  Drawing,  Music,  Course  of  Study 
for  Rural  Schools,  Reading  work,  or  other  subjects  not  requiring 
study  outside  of  the  recitation  periods.  Tuition  is  free  but  an 
enrollment  and  incidental  fee  of  $2.00  is  charged  each  student,  and 
no  examination  fee  is  charged  for  junior  normal  school  examina- 
tions for  junior  normal  credit. 

A final  examination  must  be  passed  with  a minimum  average 
of  at  least  70  per  cent  before  credit  can  be  given  on  any  of  the  work 
or  in  the  state  normal  entrance  requirements.  If  a student  attends 
four  sessions  of  not  less  than  six  weeks  each,  he  may,  upon  com- 
pletion of  entrance  requirements  of  the  state  normal  schools  and  the 
completion  of  the  junior  normal  training  courses  together  with 
reviews  of  branches  included  in  the  entrance  requirements,  receive 
an  elementary  state  certificate.  Following  is  a table  showing  the 
entrance  requirements  of  the  state  Normal  Schools : 


27 


ENTRANCE  REQUIREMENTS  FOR  STATE  NORMAL  SCHOOLS 


Credit 

points. 

English  4 

Bookkeeping  1 

Algebra  2 

Plane  Geometry  2 

Med.  and  Mod.  History  1 

Civics  1 


Ancient  History 
or  Greek  History 
Roman  History 
Physical  Geography 
Agriculture 
Botany 


Credit 

points. 

2 

1 

1 

1 

1 

1 


A ‘credit  point’  means  the  work  of  five  recitations  a week,  of 
Toot  less  than  forty  minutes  each  for  at  least  eighteen  weeks.  This 
is  about  the  same  as  one  year  of  high  school  work. 

The  course  of  study  of  the  Junior  Normals  is  as  follows: 

First  Half.  Second  Half. 

Arithmetic  Music 

Physics  Physiology 

U.  S.  History  Geography 

Theory  and  Art  of  Teaching  Reading 

Music  Methods 

Grammar 

No  practice  teaching  course  is  offered  as  in  the  Junior  Normal 
since  the  public  schools  are  not  in  session  and  it  is  not  possible 
to  get  pupils  to  practice  upon  during  the  summer  months. 

In  Michigan  the  work  of  the  Summer  Institutes  is  quite  similar 
except  that  the  courses  are  either  one  or  two  weeks  long.  The 
sessions  are  conducted  by  the  normal  school  and  county  faculties 
and  in  a few  localities  by  instructors  and  lecturers  along  with  the 
regular  summer  institutes.  These  summer  terms  take  the  place  of 
ordinary  teachers  institutes  in  counties  where  they  are  held. 


THE  COURSE 
One  Week  Institutes 


1.  Pedagogy 

2.  School  Management 

3.  Reading,  primary 

4.  Arithmetic,  numbers 

5.  English,  language 

6.  Geography,  primary 

Two  Weeks 

1.  Pedagogy 

2.  School  Management 
Study  of  Jean  Mitchell’s 
“Evolution” 

3.  Reading,  primary 


7.  Spelling 

8.  Manual  Training 

9.  Music,  Rate  singing 

10.  Nature  study 

Course  of  study 

Institutes 

cal  and  commercial 

7.  Manual  Training.  Sugges- 
tions and  exercises 

8.  Music,  Rate  singing  and 
note  reading 


4.  Arithmetic,  numbers,  fac-  9.  Nature  study  according  to 
tors,  percentage  and  occupations  the  state  course  of  study 

5.  Language  and  pronouns  10.  Elementary  agriculture 

6.  Geography,  primary,  physi- 

In  some  states  there  is  no  state  system  of  summer  normals  but 
they  are  held  as  private  institutions,  each  teacher  attending  paying 
a fee  for  its  support  as  is  done  in  Oregon  at  the  present  time.  Most 
of  the  northwestern  and  southern  states  have  public  provisions  for 
the  summer  session. 

The  following  table  shows  the  statistics  for  the  summer  Normal 
Institutes  in  the  following  enumerated  states: 


• 

Practice 

Facilities 

None 

None 

None 

None 

None 

None 

Per  capita 
cost 

$12.80 

$ 7.00 

co  j 
as-1 

I/O 

2\ 

U-J  j 

Z\ 

as-! 

$ 5.40 

Rate  of  increase  or 
decrease 

25  per  cent  decrease 
in  four  years. 

25  per  cent  decrease] 

7 per  cent  decrease. 

25  per  cent  increase.] 

■ 1 

2 p.  c.  inc.  since  1904. 

a 

«+H 

o 

ojd 

Z'Z 

098 

NO 

ID 

00 

5635 

8564 

LO 

1-0 

CO 

00 

<M 

On 

CO 

Cost 

$11,007.44 

$ 6,000.00 

$29,742.90 

$12,540.30 

$39,062.99 

co 

CM 

8 

rv. 

U-3 

NO 

Faculty 

Lecturer  and  in- 
structors 

Same 

Same 

Same 

Same 

2-8  sp. 

Sp.  in. 

Length  of 
term 

6-8 

weeks 

CO 

m- 

CM 

VO 

CM 

CM 

3 

00 

m- 

CM 

M- 

Nebraska 

New  York 

Michigan 

Minnesota 

Wisconsin 

Kansas 

Iowa 

Average 

Compared  with  County  Normals  or  teachers  training  classes  in 
high  school  the  summer  institute  is  very  cheap,  but  this  is  offset 
by  the  shortness  of  the  term,  being  only  1-9  as  long.  The  shortness 
of  the  term  is  offset  by  the  availability,  allowing  a very  large  num- 
ber to  attend.  So  far  as  it  goes  the  Summer  Normal  Institute  is 
a success. 

TEACHERS’  INSTITUTES 

The  last  of  these  institutions  which  have  been  devised  and 
used  for  the  professional  advancement  of  teachers  and  which  are 
especially  helpful  to  the  untrained  rural  teachers  is  the  regular 
Teacher’s  Institute,  practically  from  one  to  six  days  duration,  usu- 
ally from  three  to  five  days. 

These  Teacher’s  Institutes  were  originally  longer  and  were 
quite  similar  to  the  summer  training  school  or  summer  normal.  At 
that  time  they  were  not  used  in  many  states  but  they  soon  became 
universal  and  the  character  of  the  session  was  changed,  shortened 
and  made  more  general.  At  present  there  is  a reaction  in  interest 
against  them  on  the  part  of  the  more  professional  teachers.  The 
institute  does  best  if  held  in  more  backward  communities  and  might 
be  said  to  be  an  institution  suited  to  more  primitive  conditions  and 
that  most  progressive  communities  have  outgrown  it  to  some  extent. 

Its  main  function  is  that  of  bringing  in  new  things  in  educa- 
tion and  in  inspiring  the  more  backward  teachers  who  have  to  go 
into  the  more  backward  communities.  These'  institutes  are  held  in 
every  state  in  the  United  States  so  far  as  can  be  ascertained  anjd 
really  do  a great  deal  to  stimulate  the  professional  interest  of  the 
teaching  force  of  the  country. 

These  institutes  usually  consist  of  a programme  of  lectures  on 
the  various  subjects  taught  in  the  public  schools  by  leading  edu- 
cators. These  programmes  are  usually  filled  out  by  music,  songs, 
recitations,  etc.,  in  order  to  break  the  monotony  of  too  merely  tech- 
nical work.  Attendance  is  compulsory  in  many  states  and  a very 
large  number  attend,  practically  ail  the  teachers  in  fact.  Especial 
attention  is  given  to  theory  of  teaching  and  methods  in  the  various 
branches. 

Following  is  a list  of  topics  that  are  frequently  treated  by  speak- 
ers in  the  institutes  taken  from  the  pamphlet  issued  by  the  Edu- 
cational Department  of  the  state  of  Maine.  These  topics  are  fair- 
ly characteristic  of  those  used  in  other  states  though  only  a few  are 
discussed  at  one  session  : 

1.  School  Administration  and  Management  including  about 
forty  different  phases. 

2.  Reading;  fifteen  different  phases. 

3.  Language  and  Grammar ; fifteen  phases. 


31 


4.  Spelling ; nine  phases. 

5.  Arithmetic;  thirteen  phases. 

6.  Geography;  History  and  Nature  Study;  twenty-three  phases. 

7.  High  Schools ; twenty-one  phases. 

8.  Rural  Schools  ; thirty  phases. 

9.  Co-operation ; eleven  phases. 

10.  Topics  of  Special  Interest;  nineteen  phases. 

Following  is  a table  showing  the  standing  of  the  institutes  in 
a few  states  studied.  It  should  be  borne  in  mind  that  the  number 
of  students  enrolled  includes  practically  all  the  teachers  in  that 
state. 

Table  showing  standing  of  teachers  institutes  in  the  following 
enumerated  states:  (Sup.  Rep.  from  each  state.) 


u rm 

1 2 y 

P-<Ph 

<u 

CO 

03 

CD 

i J-h  <d 
a co 
C ^ 
• S <u 
M-t  J- 
° £ 
<D  X) 


Pi  o 


<d  o 

*°a 

<u 

O 

03 

£ & 6 

<D  ° 
'O  1-H  ^ 

CM  CJ<< 


8 


’V  ’O 

c c 

o3  nS 


S2  52 

£ k 

03 
O <D 

<u  a, 


gs 

S »- 


<u 


g.* 

2 o3 
O <D 

<u  a< 

_5</3 


03 

X 


On 


.2 

S I’- ^ 
S'  — 
0 ,vo 
o'n 


CD  ! <u 

! e s 

i cr3  j ctf 

CD  ICO 


33 


The  per  capita  cost  of  $2.41  would  be  greatly  decreased  if 
taken  on  a large  number  of  states.  The  fact  that  Nebraska  and 
New  York  spend  more  on  their  institutes  brings  the  average  up. 
The  average  cost  per  pupil  for  the  whole  country  would  be  less 
than  one  dollar  perhaps. 

CONCLUSION 

We  have  already  noted  the  conditions  in  Oregon  in  regard  to 
the  need  for  some  cheap  accessible  means  of  increasing  the  effi- 
ciency of  the  rural  teachers.  The  teacher’s  institutes  held  in  Ore- 
gon do  a great  deal  for  the  teachers,  especially  those  in  the  more 
backward  communities,  but  they  fall  short  of  the  real  need  in  the 
fact  that  their  efficiency  is  limited.  They  have  already  brought  the 
teaching  force  up  to  a certain  standard  but  their  lifting  power  is 
limited  and  some  other  and  more  efficient  means  is  needed. 

The  summer  normal  institute  could  be  used  and  ought  to  be 
given  state  aid  sufficient  to  organize  it  thoroughly  in  every  part  of 
the  state.  However  efficient  in  a theoretical  and  inspirational 
sense  it  may  be,  it  is  not  enough  to  meet  the  needs  because  there 
is  no  way  in  which  practice  teaching  can  conveniently  be  made  use 
of  in  connection  with  the  summer  normal  institute.  An  institution 
to  be  most  effective  in  training  teachers  must  give  the  actual  prac- 
tice in  teaching  children  and  must  approximate  as  nearly  as  pos- 
• sible  the  conditions  in  which  the  teacher  is  to  do  his  work  after 
leaving  the  institution. 

These  conditions  can  best  be  met  by  the  training  class  in  our 
high  schools,  or  the  county  normal  training  class.  Both  have  been 
tried  in  other  states  and  both  have  been  found  efficient  where  pro- 
perly organized  and  conducted.  Since,  however,  two  institutions 
of  such  a similar  nature  are  not  needed  in  Oregon,  certain  reasons 
will  prompt  us  to  select  for  our  purposes  the  high  school  training 
class.  In  support  of  this  selection  the  following  reasons  are  given : 

1.  The  cost,  of  instruction  is  lower.  In  the  states  having 
training  classes  in  their  strongest  high  schools  the  cost  of  instruc- 
tion per  pupil  is  $47.37  as  compared  with  the  cost  in  the  county 
normal  training  class.  Here  the  cost  per  pupil  is  $85.43,  almost 
double  the  cost  in  the  high  school  classes. 

2.  Being  connected  with  the  high  school,  more  pupils  of  ma- 
ture mind  would  be  available  than  in  the  county  normal  where  as 
a rule  only  graduates  of  an  eighth  grade  would  be  found,  since  the 
classes  are  usually  held  in  a public  school  building. 

3.  In  classes  which  afe  connected  with  a high  school  the 
standard  of  admission  can  be  made  higher  than  in  the  county  normal. 
At  least  one  year  of  high  school  work  can  be  required  and  as 
a rule  the  members  of  the  class  will  be  well  along  in  their  high 


34 


school  course,  but  desiring  to  make  their  own  way,  will  enter  the 
training  class  in  order  to  get  a good  position  as  a teacher,  and 
will  thus  become  interested  in  teaching  as  a profession. 

4.  There  are  several  strong  high  schools  in  this  state  where 
the  work  could  be  carried  on  very  successfully,  where  a strong 
faculty  is  maintained  and  where  better  opportunities  and  facilities 
for  study  are  afforded.  There  are  also  quite  a number  of  smaller 
high  schools  where  classes  could  be  carried  on  provided  state  aid 
was  extended  and  the  class  was  not  required  to  be  above  five 
members  as  a minimum. 

In  order  to  keep  the  work  up  to  the  proper  standard  and  make 
it  a complete  success  there  are  certain  safe-guards  that  must  be 
seen  to,  among  which  the  following  are  the  most  important: 

1.  There  must  be  a suitable  instructor  who  gives  full  time 
to  the  training  class.  In  order  to  secure  an  efficient  man  or 
woman  for  the  place  a salary  ought  to  be  paid  high  enough  to 
allow  the  best.  The  instruction  ought  to  be  at  least  up  to  the 
normal  school  standard.  The  work  in  Minnesota  was  not  so 
successful  as  was  expected,  partly  because  of  the  low  salary  paid, 

2.  The  professional  work  in  theory  of  teaching,  psychology, 
and  pedagogy  must  be  very  thorough,  broad  and  systematic.  It 
is  the  theory  which  forms  the  background  for  the  practical  work 
and  enables  teachers  to  test  new  ideas  in  comparison  with  the 
ideal  without  the  need  of  trial  and  failure. 

3.  A thorough  regulation  and  control  over  the  practice  teach- 
ing must  be  had.  For  here  is  where  the  real  concrete  ideas  are 
gained  and  the  ideas  gained  here  are  going  to  be  reflected  more 
strongly  than  any  other  in  the  work  of  the  teacher  after  the  course 
is  finished  and  practical  work  is  undertaken. 

4.  The  training  class  must  be  kept  in  very  close  touch  with 
rural  school  conditions.  Part  of  the  shortcomings  of  the  plan  in 
Minnesota  were  due  to  the  fact  that  the  work  was  out  of  touch 
with  the  rural  schools.  Rural  school  conditions  can  be  approxi- 
mated by  organizing  a mixed  school  from  several  grades.  Teachers 
must  be  required  to  visit  rural  schools  frequently. 

5.  Of  first  and  greatest  importance  to  the  success  of  a train- 
ing class  is  close  supervision  and  contact  by  the  educational  de- 
partment. There  ought  to  be  frequent  inspection  and  examina- 
tions. The  county  superintendents  ought  to  have  an  organic  con- 
nection with  the  work  of  the  classes. 

If  these  classes  are  ever  made  use  of,  experience  shows  that 
their  best  success  depends  upon  thorough  organization,  supervision, 
and  the  untiring  efforts  of  instructors,  inspectors,  and  superintend- 
ents. 

35 


BIBLIOGRAPHY 


Report  of  Nebraska,  State  Supt.  for  1906,  pp.  22-58,  60,  61,  99- 
192,  348. 

Report  of  New  York,  State  Supt.  for  1907. 

Report  of  Michigan,  State  Supt.  for  1906,  pp.  148-150,  253,  260, 
276. 

Report  of  Minnesota,  State  Supt.  for  1906,  pp.  36-42,  55,  56, 
229-233,  418-21,  505-10. 

Report  of  Wisconsin,  State  Supt.  for  1906,  pp.  25,  59-82,  303- 
305. 

Report  of  Kansas,  State  Supt.  for  1906,  pp.  8,  9,  10,  185-188. 

Report  of  Texas,  State  Supt.  for  1905,  pp.  20-21,  192,  209, 
466-485. 

Report  of  Iowa,  State  Supt.  for  1905,  pp.  133,  Part  II,  pp. 
22  and  77. 

Report  of  Missouri,  State  Supt.  for  1905,  p.  5. 

Report  of  Oregon,  State  Supt.  for  1907,  pp.  26-42. 

Report  of  Maine,  State  Supt.  for 

Report  of  Ontario,  Minister  of  Education  for  1905,  pp.  62-64, 
Part  I,  pp.  XII-XIII. 

Pamphlet:  Normal  Training  in  the  High  Schools  of  Nebraska, 
1907. 

County  Normal  Bulletin,  No.  1 of  1907,  entitled:  County  Nor- 
mal Training  Classes  in  Michigan. 

Circular  No.  2,  1907 : Department  of  Education,  Texas,  Sum- 
mer Normal  Institutes. 


36 


TEACHER’S  TRAINING  CLASS  COURSE 

SUPT.  J.  H.  ACKERMAN 
ONE  YEAR 

FIRST  HALF-YEAR  SECOND  HALF-YEAR 

(a)  White’s  Art  of  Teaching — (a)  Observation — 7 weeks. 

14  weeks.  (b)  Practice  Teaching-7  weeks 

(b)  The  State  Course  of  Study  (c)  Problems  to  be  solved — 4 

4 weeks.  weeks. 

The  following  steps  are  suggested  for  the  observation  work  of 
the  Training  Class: 

1.  Observe  and  make  notes  on  the  class  teaching  of  the  reg- 
ular teacher  of  the  regular  classes. 

2.  Observe  the  teaching  of  small  groups  of  children  by  the 
regular  teacher,  or  by  the  training  class  teacher. 

3.  Observe  the  teaching  of  a regular  room  by  the  regular 
teacher.  While  doing  this  the  Training  Class  should  observe  along 
the  following  lines : 

(a)  The  School- room — Arrangement  of  seats,  teacher’s  desk- 
blackboards,  light  from  the  floor,  area — lighting — whether  from 
right  direction,  sufficient  amount,  cross  lights — temperature,  ther- 
mometer, means  of  ventilation,  if  poor,  why?  if  easily  corrected, 
how?  how  tested?  correct  method  of  heating. 

(b)  The  Teacher:  Is  she  neatly  dressed — do  skirts  drag  on 
the  floor — do  clothes  fit — is  hair  neatly  dressed— is  teacher  alert 
and  active — does  she  see  things  or  is  she  partially  blind — is  her 
voice  sweet,  mellow  and  fine — what  is  her  apparent  attitude  to  the 
school  and  to  the  children — is  she  the  friend  of  each  pupil? 

(c)  The  Children:  Attitude  to  the  teacher — to  school — per- 
sonal appearance — alert  or  dull — prompt  or  languid,  pleasant  or 
sullen — neat  or  careless — judging  from  their  appearance  are  they 
well  fed  or  poorly  nourished — nervous  or  normal? 

(d)  Management:  Teacher’s  method  of  dealing  with  chil- 
dren while  school  is  in  session,  while  not  in  session — methods  of 
calling  and  dismissing  classes — do  children  obey  signals — method 
of  sending  classes  to  black-board— what  reports  are  kept  by  teach- 


38 


er — cases  of  discipline,  if  so,  how  disposed  of — how  are  materials 
such  as  pencils,  pens,  paper,  etc.,  passed  to  children — school  house- 
keeping, floor,  desks,  black-boards,  teacher’s  desk — is  there  a place 
for  everything  and  everything  in  its  place — where  are  school-room 
materials  such  as  maps,  crayon,  and  apparatus  kept?  Are  they 
convenient  and  carefully  handled? 

(e)  Preparation:  Has  the  teacher  evidently  prepared  her  work 
in  advance — was  the  exercise  prepared  as  a special  exercise  for  the 
benefit  of  the  training  class  or  was  it  a regular  lesson — were  the 
pupils  thoroughly  prepared,  what  makes  you  think  so — were  you 
prepared  to  observe  that  specific  lesson — were  the  slow  pupils  given 
time  to  develop  their  ideas — did  the  pupils  who  were  prepared  do 
all  the  reciting — were  the  materials  for  the  lesson  such  as  ap- 
paratus, etc.,  prepared  and  at  hand? 

(f)  Class  Work:  Manner  and  method  of  assigning  the  les- 
son— are  teacher’s  statements  clear,  definite  and  concise — are  pupils 
required  to  be  clear,  definite  and  concise  in  statements  and  answers— 
is  the  recitation  conducted  in  a business  manner — is  any  time  wasted 
in  material  questions  or  fussing — what  is  the  method  of  questioning 
by  the  teacher — what  was  the  character  and  attention  of  the  pupils — 
devices  used,  maps,  pictures,  objects,  stores,  etc. — are  lessons  too 
long  or  too  short — are  they  mastered  or  not — determine  the  ex- 
tent of  subject  matter  to  be  covered  by  each  grade  during  the 
term  or  year — does  the  teacher  repeat  the  answer  to  the  pupils  F 

4.  Observation  of  a member  of  the  class  teaching  her  regular 
class. 

5.  Observation  of  a pupil  of  the  Training  Class  teaching  a 
selected  group  of  children  under  the  guidance  of  the  regular  teach- 
er or  the  Training  Class  teacher. 

6.  Observation  of  a member  of  the  Training  Class  teaching 
a regular  room  of  the  district. 

Some  of  the  problems  the  Training  Class  should  be  taught  to 
solve  are  the  following : 

(a)  How  to  keep  the  register;  how  to  make  out  reports,  con- 
tracts and  other  required  blanks. 

(b)  A rural  school  program  based  on  the  State  Course  of 
Study. 

(c)  The  consideration  of  the  school  law  appertaining  to  the 
duties  of  a teacher. 

(d)  Preparation  for  Opening  School:  Securing  a position — 
professional  ethics — how,  by  correspondence,  personal  application, 
teachers’  agencies — making  a contract,  and  what  it  means,  the  law 
of  contracts. 

(e)  Entering  the  Field:  What  to  learn  of  the  school  before 


39 


the  first  day — study  school-room,  school  grounds  and  appliances — 
secure  boarding  place — listen  to  no  tattling — organization  of  board, 
finances,  plans — organization  of  patrons,  public  meetings,  individuals 
— organization  of  pupils,  announcements  by  the  press  or  circular 
letters — (of  organization  of  pupils),  getting  acquainted — organiza- 
tion of  teachers  by  becoming  acquainted  individually  or  by  meeting? 
where  duties,  plans,  etc.,  may  be  discussed. 

(f)  What  to  do  the  First  Day:  Gathering  at  the  school — 
opening  school — securing  names — seating  and  how  determined — 
modified  by  size  of  pupils,  classes,  sex,  department,  eyesight,  em- 
ployment of  pupils. 

(g)  Teacher’s  relation  to  (1)  public,  (2)  school  board,  (3) 
other  teachers,  (4)  pupils. 


40 


Bulletins  of  the  University  of  Oregon 

(Continued  from  inside  front  cover)  ')  ' ' A 1 

VOL  IV.  > — 

1.  State  Systems  of  High  School  Control.  Henry  Davidson 
Sheldon.  November,  1906. 

2.  The  University  Library,  Its  Conditions  and  Needs.  Joseph 

Schafer.  December,  1906.  • ' 

3.  Annual  Report  of  the  President  of  the  University.:  Janu- 
ary, 1907.  'A-  ■; , . h; 

4.  A Brief  List  of  Books  on  Nature  Study,  Prof.  H.  ,D. 

Sheldon.  * \ * 

Relation  Of  Leguminous  Plants  to  Soil  Fertility.  Prof.  A.  R. 
Sweetser.  February,  1907. 

5.  Dentaria  (Spring  Beauty),  Prof.  A.  R.  Sweetser,  March, 

1907.  ‘r 

6.  General  Announcements  and  Summer  Session.  April,  1907. 
Catalogue  of  the  University  of  Oregon,  1906-1907.  May, 

1907. 

8.  In  Memory  of  Thomas  Condon,  June,  1907.  Edited  by  Prof. 

Luella  Clay  Carson.  y v * 

9.  Oregon  High  School  Debating  League.  Prof.  Edgar  E. 
DeCou.  October,  1907. 

VOL.  V.  ’ : 

1.  Rules  of  the  Faculty  and  Board  of  Regents,  November,  1907. 

2.  Correspondence  Department,  Catalogue.  December,  1907.  / 

3.  President’s  Report.  January,  1908. 

4.  General  Register  University  of  Oregon.  February,  1908. 

5.  Student  Loan  Funds.  President  P.  L Campbell.  March, 

1908. 

6.  Catalogue  of  the  University  of  Oregon,  and  Announce- 
ments for  1908-9.  April,  1908. 

7.  Summer  Session  arid  Announcements,  1908.  May,  1908. 

8.  Country  High  School  Organization,  and  the  Training  of 

Teachers.  September.  1908.  ' V 

The  University  of  Oregon  Bulletin  issued  monthly  during 
the  University  year  and  will  be  .sent  free  on  application.  Requests 
for  Bulletins,  or  letters  of  inquiry  concerning  the  University  should 
be  addressed  to  THE  REGISTRAR,  University  of  Oregon,  Eu- 
' gene/  Oregon. , " 


